as level geology specification h014

ocr.org.uk/aslevelgeology

Oxford Cambridge and RSA

GEOLOGYH014For first assessment in 2018

AS LEVEL

Version 3.1 (January 2020)

Specification

QualificationAccredited

https://ocr.org.uk/aslevelgeology

Registered office: The Triangle Building Shaftesbury RoadCambridge CB2 8EA

OCR is an exempt charity.

Disclaimer Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the information on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected]

We will inform centres about changes to specifications. We will also publish changes on our website. The latest version of our specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.

© 2021 OCR. All rights reserved.

Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use.

Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in England. Registered company number 3484466.

mailto:resources.feedback%40ocr.org.uk?subject=

https://www.ocr.org.uk/

1© OCR 2021 AS Level in Geology

Contents

1 Why choose an OCR AS Level in Geology? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRASLevelinGeology? 31c. Whatarethekeyfeaturesofthisspecification? 41e. HowdoIfindoutmoreinformation? 51d. WhatisnewinOCRASLevelinGeology? 5

2 Thespecificationoverview 62a. OCR’s AS Level in Geology (H014) 62b. Content of AS Level in Geology (H014) 72c. Contentofmodules1to4 92d. Prior knowledge, learning and progression 32

3 Assessment of OCR AS Level in Geology 333a. Formsofassessment 333b. Assessmentobjectives(AO) 333c. Assessmentavailability 343d. Retakingthequalification 343e. Assessmentofextendedresponse 343f. Synopticassessment 353g. Calculatingqualificationresults 35

4 Admin:whatyouneedtoknow 364a. Pre-assessment 364b. Specialconsideration 374c. Externalassessmentarrangements 374e. Post-results services 384f. Malpractice 384d. Resultsandcertificates 38

5 Appendices 395a. Overlapwithotherqualifications 395b. Accessibility 395c. SI units in geology 395d. How Science Works (HSW) 415e Mathematicalskillsrequirements 435f. Health and Safety 49

Summaryofupdates 50

2

1

© OCR 2021 AS Level in Geology

1 Why choose an OCR AS Level in Geology?

1a. WhychooseanOCRqualification?

Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingexamboards. Our new AS Level in Geology course has been developedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.Over 13,000 centres choose our A Levels, GCSEs and vocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.

We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailor

thedeliveryofthecoursetosuityourneeds.Weaimtoencouragestudentstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:•• Delivery Guides•• TransitionGuides•• TopicExplorationPacks•• LessonElements•• …andmuchmore.

• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.

• CPD/Trainingforteacherstointroducethequalificationandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividual learners or whole schools.

AllASlevelqualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’s AS Level in Geology is QN 603/0783/3.

3

1


1b. Why choose an OCR AS Level in Geology?

TheOCRASLevelGeologyallowslearnerstofirstassimilateatoolkitofgeologicalskillsandconcepts,before developing their understanding through study ofgeologicalprinciples.Thespecificationallowsflexibilityintheteachingapproach.Teachingofpracticalskillsisintegratedwiththetheoreticaltopics,andtheseskillsareassessedthroughwrittenpapers.

Allofourspecificationshavebeendevelopedwithsubjectandteachingexperts.WehaveworkedincloseconsultationwithteachersandrepresentativesfromHigherEducation(HE)withtheaimofincludingup-to-daterelevantcontentwithinaframeworkthatisinterestingtoteachandadministerwithinallcentres(largeandsmall).

OurnewASLevelinGeologyqualificationbuildsonourexistingcourseandoffersfamiliaritytoexistingcentres but is also clear and logically laid out for

centresnewtoOCR,withanassessmentmodelthatisstraightforwardtoadminister.

There-developmentofourASLevelGeologyqualificationhasbeenalignedwiththepopularOCRAS Level science suite B [Biology B (Advancing Biology),ChemistryB(Salters)andPhysicsB(Advancing Physics)]. It is based on an understanding ofwhatworkswellincentreslargeandsmall.Areasof content have been updated where stakeholders haveidentifiedthatimprovementscouldbemade.Wehaveundertakenasignificantamountofconsultationthroughourscienceforums(whichincluderepresentativesfromlearnedsocieties,HE,teaching and industry) and through focus groups with teachers.

We have worked closely with teachers and HE representativestoprovidehighqualitysupportmaterialstoguideyouthroughthenewqualifications.

Aimsandlearningoutcomes

OCR’sASLevelinGeologywillencouragelearnersto:

• developessentialknowledgeandunderstanding ofdifferentareasofgeologyandhowtheyrelate to each other, to include civil engineering, engineering geology, hydrogeology,mininggeologyandpetroleumgeology

• developthroughcriticalpracticetheskills,knowledgeandunderstandingofscientificmethodsasappliedingeologythroughpracticalwork,includingfieldwork

• developcompetenceandconfidenceinselecting,usingandevaluatingarangeofquantitativeandqualitativeskillsandapproaches,(includingobserving,collectingandanalysinggeo-locatedfielddata,andinvestigative,mathematicalandproblemsolvingskills)andapplyingthemasanintegralpart of their geological studies

• understandhowsocietymakesdecisionsaboutgeological issues and how geology contributes tothesuccessoftheeconomyandsociety.

4

1


1c. Whatarethekeyfeaturesofthisspecification?

TheOCRASLevelinGeologyhasbeendesignedtoinspire your learners, develop their interest in and enthusiasmforthesubjectandusesanengaging,flexibleapproach.

Thespecification:

• placesaparticularemphasisonthedevelopmentofpracticalskillsandgeologicalliteracy

• is laid out clearly in a series of teaching moduleswithAdditionalguidanceaddedwhererequiredtoclarifyassessmentrequirements

• is structured to allow ideas to be introduced withinrelevantandcontemporarysettingsthathelp learners anchor their conceptual knowledge of the range of topics required at AS Level

• is co-teachable with the A Level• embedspracticalrequirementswithinthe

teachingmodules.WhilstthePractical

EndorsementisnotpartofASLevelinGeology,opportunitiesforcarryingoutactivitiesthatwouldcounttowardstheALevelPracticalEndorsementareindicatedthroughoutthespecification,intheAdditionalguidancecolumn,byuseofPAG. Refer to the A Level specification,Section5g,forPracticalEndorsementrequirements.

• exemplifiesthemathematicalrequirementsofthecourse(seeSection5e)

• highlightsopportunitiesfortheintroductionofkeymathematicalrequirements(seeSection 5eandtheAdditionalguidancecolumnforeachmodule)intoyourteaching

• identifies,withintheAdditionalguidance,howthe skills, knowledge and understanding of How Science Works (HSW) can be incorporated within teaching.

Teachersupport

Theextensivesupportofferedalongsidethisspecificationincludes:

• deliveryguides–providinginformationonassessed content, the associated conceptual developmentandcontextualapproachestodelivery

• transitionguides–identifyingthelevelsofdemandandprogressionfordifferentkeystagesforaparticulartopicandgoingontoprovide links to high quality resources and ‘checkpoint tasks’ to assist teachers in identifyinglearners‘readyforprogression’

• lessonelements–writtenbyexperts,providingallthematerialsnecessarytodelivercreativeclassroomactivities

• ActiveResults(seeSection1a)

Alongwith:

• SubjectAdvisorswithintheOCRscienceteamto help with course queries

• teacher training• Science Spotlight(ourtermlynewsletter)• Online Support Centre, support.ocr.org.uk• PracticalSkillsHandbook• Maths Skills Handbook.

https://support.ocr.org.uk

5

1


1e. HowdoIfindoutmoreinformation?

IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

If you are not already a registered OCR centre then youcanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

If you are not yet an approved centre and would like tobecomeonegoto:www.ocr.org.uk

Findoutmore?

ContacttheSubjectAdvisors: [email protected], 01223 553998

Visit our Online Support Centre at support.ocr.org.uk

CheckwhatCPDeventsareavailable: www.cpdhub.ocr.org.uk

FollowusonTwitter:@ocr_science

1d. WhatisnewinOCRASLevelinGeology?

ThissectionisintendedforteacherscurrentlydeliveringOCRASLevelinGeology.IthighlightsthedifferencesbetweentheASLevelinGeology(H087)andtheASLevelinGeology(H014)forfirstteachingfromSeptember2017:

What stays the same? What’s changing?

• Assessmentisattheendofthecourse• Content is half the A Level Geology and

remainsco-teachablewiththeALevel• Assumesnopreviousexperienceofgeology

anddevelopsconceptsandideasfromGCSE(9–1)ScienceinthecontextofEarthscience

• Concept-ledapproachisfamiliaralthoughupdatedandstreamlined

• Keytopicareashavestayedthesame(globaltectonics,andigneoussedimentaryandmetamorphicrocksandprocesses)

• Breadthofmathematicalcoverage.

• Theassessmentconsistsofasingleexamof 2hours30minutes

• Course redesigned to give learners a toolkit of geological skills which are developed in familiarcontent

• Reintroducedmineralogyandgeochemistry,withadvancedpetrologyconceptsmovedto A Level only

• Fieldworkrequirement(twodays)andindirectassessmentofpracticalskillsinexamination(15%weighting)

• Assessmentstylesareconsistentacrossall the OCR GCE Science Suite

• 10%Level2mathsweighting.

https://www.ocr.org.uk


http://www.ocr.org.uk

mailto:[email protected]


https://www.cpdhub.ocr.org.uk

https://twitter.com/ocr_science

6

2


2 Thespecificationoverview

2a. OCR’s AS Level in Geology (H014)

Learnerstakethecomponent01tobeawardedtheOCRASLevelinGeology.

ContentOverview AssessmentOverview

Content is split into four teachingmodules:

• Module1–Developmentofpracticalskillsingeology

• Module2–Foundationsin geology

• Module3–Globaltectonics

• Module4–Interpretingthe past

Component01assessescontentfromallfourmodules.

Geology* (01)

120 Marks

2hour30minuteswrittenpaper

100%of totalAS level

*Indicatesinclusionofsynopticassessment.SeeSection3f.

7

2


2b. Content of AS Level in Geology (H014)

TheASLevelinGeologyspecificationcontentisdividedintofourteachingmodulesandeachmoduleis further divided into key topics.

Eachmoduleisintroducedwithasummarywhichcontextualisesthegeologyitcontainsandeachtopicisalsointroducedwithashortsummarytext.Thesedonotformpartoftheassessablecontent.Itisexpectedthatcontextsareusedinteachingtorelatethesubjecttoreal-worldgeologicalexperience.LearnerswillbeexpectedtobeabletoapplytheirunderstandingofGeologytobothfamiliarandunfamiliarcontextsintheassessments.

Theassessablecontentisdividedintotwocolumns:LearningoutcomesandAdditionalguidance.

TheLearningoutcomesmayallbeassessedintheexaminations.TheAdditionalguidancecolumnisincluded to provide further advice on delivery and the expectedskillsrequiredfromlearners.

ReferencestoHowScienceWorks(HSW,Section5d)are included in the guidance to highlight opportunitiestoencourageawiderunderstandingofscience.

Themathematicalskillsrequirements(Section5e),arereferencedbytheprefixMtolinkthemathematicalskillsrequiredforASLevelGeologytoexamplesofgeologycontentwherethosemathematicalskillscouldbelinkedtolearning.

ReferencestoHSWstatementsandmathematicalskillsareindicativeofwheretheseskillscouldbedeveloped, and are not intended to be either prescriptiveorexhaustive.Wherelearningoutcomes

compriseseveralsub-statements,referencesrelevanttoanyofthesub-statementshavebeengrouped.

Thespecificationhasbeendesignedtobeco-teachable with the A Level in Geology qualification.LearnersstudyingtheALevelinGeologystudymodules1to4andthencontinuewiththeALevelonlymodules5to7.TheinternallyassessedPracticalEndorsementskillsalsoformpartofthefullALevel(seeSection1.2intheALevelspecification).

AsummaryofthecontentfortheASLevelcourseisasfollows:

Module1–Developmentofpracticalskillsingeology

• Practicalskillsassessedinawrittenexamination

• Practicalskillsdevelopedthroughfieldworkandassessedinawrittenexamination

Module2–Foundationsingeology

• Minerals and rocks• Fossilsandtime

Module3–Globaltectonics

• Earth structure• Plate tectonics• Geological structures

Module4–Interpretingthepast

• Sedimentaryenvironmentsintime• Geochronology

8

2


Assessmentofpracticalskills

Module1ofthespecificationcontentrelatestothepracticalskillslearnersareexpectedtogainthroughout the course, which are assessed throughoutthewrittenexamination.Inthewrittenexamination,aminimumof15%ofthetotalmarksforthequalificationwillassessknowledgeandunderstandinginrelationtopracticalskills.

Practicalactivitiesareembeddedwithinthelearningoutcomesofthecoursetoencouragepracticalactivitiesintheclassroomwhichenhancelearners’understandingofgeologicaltheoryandpracticalskills.

Fieldworkskills

Fieldworkskillsarefundamentaltothestudy,practiceanddisciplineofgeology.Theyareintegratedintoallaspectsofthesubject.LearningtheseskillsinthecontextofthecontentdetailedinSection2cwillstimulatelearnersto‘thinkgeologically’.Itwillalsoprovidethemwithopportunitiestoapplytheskillsinawiderangeofcurriculumorlearningcontexts.

Conductingfieldworkaspartofavariedlearningprogrammeallowslearnerstoachieveskillssuchas

theabilitytovisualiseandextrapolatedatainthreedimensions,andtounderstandtheapplicationofpracticalmethodologies.

Within the AS Level Geology course, learners are required to undertake a minimumoftwodays of fieldwork(seeSection4a).SpecificfieldworkskillsthatlearnersmustundertakeandthathavebeenidentifiedforindirectassessmentaredetailedinSection1.3.

9

2


2c. Content of modules 1 to 4

Module1:Developmentofpracticalskillsingeology

ThedevelopmentofpracticalskillsisafundamentalandintegralaspectofthestudyofanyscientificsubjectandacommonapproachhasbeenadoptedacrosstheOCRsciencesuite(Biology,Chemistry,GeologyandPhysics).Theseskillsnotonlyenhancelearners’understandingofthesubjectbutalsoserveasasuitablepreparationforthedemandsofstudyinggeology at a higher level.

Geologygiveslearnersmanyopportunitiestodevelopthefundamentalskillsneededtocollectandanalyseempiricaldata.Skillsinplanning,implementing,analysingandevaluating(asoutlinedin1.1)andfieldworkskills(asoutlinedin1.3),willbeassessedinthewrittenexamination.

1.1Practicalskillsassessedinawrittenexamination

Thepracticalskillsdetailedinmodule1areembeddedthroughoutmodules2to4ofthisspecification.

Learners will be required to develop a range of practicalskillsthroughouttheircourse.Thepracticalskillsassessedinthewrittenexaminationwillbeassessedincontextsbothfamiliarandunfamiliartothe learners.

1.1.1 Planning

Learningoutcomes Additionalguidance

Learners should be able to demonstrate and apply their knowledge and understanding of:

(a) experimentaldesign,includingtosolveproblemssetinapracticalcontext

Includingselectionofsuitableapparatus,equipmentandtechniquesfortheproposedexperiment.

Learnersshouldbeabletoapplyscientificknowledgebasedonthecontentofthespecificationtothepracticalcontext.HSW3

(b) identificationofvariablesthatmustbecontrolled, where appropriate

(c) evaluationthatanexperimentalmethodisappropriatetomeettheexpectedoutcomes.

HSW6

10

2


1.1.2Implementing



(a) howtouseawiderangeofpracticalapparatusandtechniques correctly

HSW4

(b) appropriateunitsformeasurements M1.1

(c) presentingobservationsanddatainanappropriateformat. M1.1HSW8

1.1.3 Analysis



(a) processing,analysingandinterpretingqualitativeandquantitativeexperimentalresults

Including reaching valid conclusions, where appropriate.HSW5

(b) useofappropriatemathematicalskillsforanalysisofquantitativedata

RefertoSection5eforalistofmathematicalskillsthatlearnersshouldhaveacquiredcompetenceinas part of their course.HSW3

(c) appropriateuseofsignificantfigures M1.3

(d) plottingandinterpretingsuitablegraphsfromexperimentalresults,including: (i) selectionandlabellingofaxeswith

appropriatescales,quantitiesandunits (ii) measurementofgradientsandintercepts.

M2.9, M2.10, M3.7, M3.8, M3.10

11

2


1.1.4Evaluation



(a) how to evaluate results and draw conclusions HSW6

(b) theidentificationofanomaliesinexperimentalmeasurements

(c) thelimitationsinexperimentalprocedures

(d) precisionandaccuracyofmeasurementsanddata,includingmarginsoferror,percentageerrorsanduncertaintiesinapparatus

(e) therefiningofexperimentaldesignbysuggestionofimprovementstotheproceduresandapparatus.

HSW3

1.2isincludedintheOCRALevelGeologyspecificationonly

12

2


1.3.1Practicalskillsdevelopedthroughfieldwork



(a) themeasurementanddescriptionofthediagnosticpropertiesofrocksinthefield

Toinclude:colour,composition,grain/crystalsizeandgrain/crystalshapeandsorting/igneoustexture/metamorphicfabric.

M1.1, M2.1, M2.2, M2.6, M2.8, M4.2HSW4,10

(b) thecollectionofvaliddatainthefieldrelatingtotheigneous,metamorphicorsedimentaryprocessesthatformedtherocks

Toinclude:random,stratifiedandsystematicsamplingtechniquesandsamplingvalidity.

M2.5HSW4,10

(c) themeasurementanddescriptionofrockdeformationinthefield

Toincludesamplingvalidity.

M1.1, M2.4, M2.5, M4.2HSW4,10

(d) theuseofgeochronologicalprinciplesinthefieldtoplacegeologicaleventsinrelativetimesequences.

HSW4,10

1.3Practicalskillsdevelopedthroughfieldworkandassessedinawrittenexamination

Developmentoffieldworkskillsisavitalpartofalearner’sdevelopmentaspartofthiscourse.Relevantcontextsforthedevelopmentoffieldworkskillsareincludedthroughoutallmodulesofthespecification.

Aminimumoftwodaysoffieldworkconductedthroughout the course will allow learners to undertakethefollowingtechniques(seeSection4a).

Learnersshouldconducttheirfieldworkresponsibly,showing awareness for their own safety and of their impactontheenvironment.

As part of the AS Level Geology course, learners are requiredto:

• undertakefieldworkindifferentcontexts:virtualfieldwork,localfieldworkoutsidetheclassroomandfieldworkonunfamiliaroutcropgeology

• applyknowledgeandconceptstoidentifyandunderstandfieldobservations.

13

2


Module2:Foundationsingeology

Like all sciences, Earth science is a broad discipline andgeologistscommonlyworkinmultidisciplinaryteams.Modules2,3and4willbefamiliartoallgeologists.

Takingamajoroildevelopmentasanexampleofamultidisciplinaryteam:geologistsexplorefortheoil(petroleumgeology),usefossilstodatetherocks(palaeontology),determinethegroundconditions forconstruction(engineeringgeology),design the structures needed to recover the oil (civilengineering),findthebulkmineralsneeded fortheproject(mininggeology)andusewatertomaximisehydrocarbonrecovery(hydrogeology).

Thissectionprovidesknowledgeandunderstandingofminerals,rocks,fossilsandthegeologicaltimescale.Itbuildsonlearners’knowledgeofEarthscienceandplacesthiswithinascientificframework.

Learners will have knowledge of the geological phenomenafromplace-basedstudyingeography,andrelevantscientificprinciplesfromGCSE(9–1)Science.

Thissectionaimstoprovidelearnerswithabasicgeological toolkit grounded in their hands-on experienceofrocksandfossils(2.1Mineralsandrocks,2.2Fossilsandtime).

Learnersareexpectedtoapplyknowledge,understanding and other skills developed in this moduletonewsituationsand/ortosolverelatedproblems.

2.1Mineralsandrocks

‘Thebestgeologististheonewhohasseenthemostrocks.’–ProfH.H.Read

Mineralsarethebasiccomponentsofgeology; allrockscontainoneormoreminerals.Theunderstandingofmineralsbuildsonlearners’ existingknowledgeofchemistryandphysics.

Knowledgeofigneous,sedimentaryandmetamorphicrocks,basedonthehandlinganddescriptionofrocksamples,prepareslearnersforthestudyofmodules3to 7 (5 to 7 are A Level only).

14

2




(a) mineralsasnaturallyoccurringelementsandinorganiccompoundswhosecompositioncanbeexpressedasachemicalformula

Toinclude:nativesulfurandcopper,calcite,quartz, pyrite and galena.

Learners are notexpectedtorecallthechemicalformulaofotherminerals.

(b) rock-formingsilicatemineralsascrystallinematerialsbuiltupfromsilicon–oxygentetrahedratoformframeworks,sheetsorchainsandwhichmayhavearangeofcompositions(qualitativeonly)

Toinclude:• silicon tetrahedra (olivine, garnet)• chains(pyroxene)• sheets(micasandclays)• frameworks(quartz,feldspar).

(c) (i) thediagnosticphysicalpropertiesofrock-formingmineralsinhandspecimens

(ii) theclassificationofsamples,photographsandthinsectiondiagramsofmineralsusingtheirdiagnosticphysicalproperties

(iii) practicalinvestigationstodeterminethedensityandhardnessofmineralsamples

(iv) the techniques and procedures used to measuremass,lengthandvolume

Toinclude:colour,lustre,shape,streak,cleavage/fracture,density,hardness,reactionwithacid.

Toincludetheapplicationofthediagnosticpropertiesofthemajorrock-formingminerals.

Toinclude:• Mohs hardness test• density test.

M1.1, M1.3, M1.4, M1.5, M1.6, M2.1, M3.2

PAG1HSW4,5,8

(d) rocksasmixturesofoneormoremineralsthatareclassifiedasigneous,sedimentaryormetamorphicusingtheirrelationshiptotemperaturesandpressuresintherockcycle.

2.1.1Minerals

Thechemicalcompositionandcrystallinestructureofrock-formingmineralsdeterminetheirdiagnosticcharacteristicsandbehaviour.

15

2




(a) (i) theclassificationofigneousrocksonthebasisoftheircomposition(silicic,intermediate,maficandultramafic)andcrystalgrainsize(coarse-crystals>5mmdiameter;medium-crystals1–5mmdiameter;fine-crystals<1mmdiameter)

(ii) thediagnosticpropertiesofrockstoidentifyigneousrocksinsamples,photographsandthinsectiondiagrams

Toinclude:granite,microgranite,rhyolite;diorite,microdiorite,andesite;gabbro,dolerite,basaltandperidotite.

M1.2, M1.4, M1.5, M3.2

PAG1 HSW8

(b) (i) igneoustextures,crystalsizeandcrystalshapeasevidencefordepthofformationandrateofcooling of igneous rocks

(ii) thediagnosticpropertiesofigneoustexturesandcrystalshapeinsamples,photographsandthinsectiondiagrams

(iii) therepresentationusingdrawingsandannotateddiagramsofigneoustexturesandcrystalshapeinsamples

(iv) the techniques and procedures used to measuretemperature.

Toinclude:volcanic and plutonic igneous rocks and obsidian.

Toinclude:equicrystalline,glassy,vesicular,amygdaloidal,flowbandingandporphyritic.

M1.4, M1.5, M3.2, M4.2

PAG3 HSW1,8

2.1.2Igneousrocks

Igneous rocks are the product of the cooling and solidificationofmagmaoroflava.

Mostigneousrockscanbeclassifiedbasedontheirdirectlyobservablecharacteristics.

16

2




(a) weatheringanderosion,themechanical,chemicalandbiologicalprocessesthatproducethesedimentsthatformsedimentaryrocks

Toincludetheformationof:• clasticmaterial• clays• evaporites(gypsum,halite)• carbonatesediment.

Learnersshouldbeabletorecognisethemineralinagivenchemicalreactionbutnotrecallthespecificformulaofindividualminerals.HSW1

(b) (i) theeffectoftheprocessoferosiononthecharacteristicsandcompositionofmodernsediments

(ii) sieveanalysisofsediments

Toinclude:transportprocesses,Hjulströmcurve,lengthoftransportandtheconceptofmaturity.

M1.2, M2.1, M2.5, M2.6, M2.8PAG4HSW1

(c) thediagnosticpropertiesofrockstorecogniseandmeasuregrainsizesinsamples,photographsandthinsectiondiagrams

Toincludethephiscale(qualitativeonly).

RecallofFolk&Wardformulaeisnot required.

M1.4, M1.5, M2.2, M2.5, M2.6, M2.8, M3.2

PAG1

(d) (i) theclassificationofsiliciclasticrocksonthebasisoftheirdiagnosticproperties(colour,composition,grainsizeandgrainshape,sorting)

(ii) theclassificationofcarbonaterocksonthebasisoftheirdiagnosticproperties(grainsize,cement,mineralcompositionandfossilcontent,andsorting)

(iii) thediagnosticpropertiesofrockstoidentifysiliciclasticandcarbonaterocksinsamples,photographsandthinsectiondiagrams

Toinclude:orthoquartzite,arkose,greywacke.

ToincludetheDunhamscheme(mudstone,wackestone, packstone, grainstone).

PAG1

2.1.3Sedimentaryrocks

Sedimentaryrocksaretheproductofphysical,biologicalorchemicaldeposition.

Sedimentaryrockscanbeclassifiedbasedontheirdirectlyobservablecharacteristics.

17

2


(e) theprocessesofdiagenesisandlithification:

(i) mechanicalcompaction (ii) chemicalcompactionbypressure

dissolutionandrecrystallisation(iii) growthofcements(iv) howthesechangesinrocktexturemodify

theporosityandpermeabilityofrocks.

Toincludetheeffectsofdiagenesisonsiliciclasticandcarbonategrains,organicmaterialandmud.

Toinclude:silica,calcite,hematiteandclayminerals.

Learnersshouldbeabletorecognisethemineralinagivenchemicalreactionbutnotrecallthespecificformulaofindividualminerals.

PAG4 HSW1

2.1.4Metamorphicrocks

Metamorphicrocksaretheproductofthereadjustmentofasedimentaryorigneousparentrocktodifferentconditionsoftemperatureand/orpressure.

Theshaletogneissseriesisusedtoillustratethegeneralprinciplesofmetamorphism.

Metamorphicrockscanbeclassifiedbasedontheirdirectlyobservablecharacteristics.



(a) metamorphismasasolidstateisochemicalprocessthatchangesthecharacteristicsofrock

Toinclude:contact,dynamicandregional.

(b) howthemineralogyandfabricofmetamorphicrockscanbeusedtoinferthecompositionoftheparent rock

Toincludetheformationof:• metaquartziteandmarble• slate,phyllite,schistandgneissfromfine

grained rocks.

PAG1HSW1

(c) howastheintensityofmetamorphismchangesdifferentmineralsformwhichcanbeusedtoreconstructtheconditionsofmetamorphism.

Toinclude:metamorphicgrade,indexminerals.

PAG1HSW1,2,8

18

2


2.2Fossilsandtime

Fossilsprovideinformationabouttheinteractionoforganismswiththeenvironmentandanevolutionaryrecordfromwhichthegeologicaltimescalewasdeveloped.Bycombiningbiostratigraphywith

numericalagesfromradiometricdatingofigneousrocksthegeologicaltimescaleallowsgeologiststoreconstructregionalandglobalpalaeoenvironments.

2.2.1Fossils

Thissectionintroduceslearnerstofossilsandtheapplicationoffossildata.

Theseconceptswillbefurtherdevelopedandappliedinmodules4and7(module7isALevelonly).



(a) fossilsasthepreservedremainsoflivingorganismsorthetracesofthoseorganisms

Toincludethepreservationofbodyfossilsbyreplacementandtheformationoftracefossils(burrows, tracks and trails).

PAG5

(b) the nature and the reliability of the fossil record andthemorphologicaldefinitionofspecies

Toincludetaphonomicprocesseswhichproducelifeanddeathassemblages,preservationpotential.

M2.5, M2.6, M2.10

HSW5,6,9,12

(c) theuseandinterpretationoffossilsaspalaeoenvironmentalindicators:

(i) tracefossilstoprovideinformationonthebehaviouroftheorganismthatformedthemandthepalaeoenvironment

(ii) bodyfossilstoprovideinformationonthebehaviourofthefossilisedorganismandthepalaeoenvironment.

Toinclude:dwelling,protectionandfeedingstructuresandqualitativeinterpretationoflocomotion.Toinclude:skeletonthickness,robustness,ornament,sensoryorgansandgeopetalstructures within fossils.

PAG5

HSW1,5,9

19

2




(a) (i) theuseofradioactivedecayratesoftheradionuclidesinmineralstogiveanumericalageofthosemineralsandrocks

(ii) theplottingandinterpretationofhalf-lifecurves

Toinclude:qualitativehistoricalconsiderationofothernumericaldatingmethodsfortheageoftheEarth,appropriateminerals,andthedatingofsedimentaryandmetamorphicrocks.

M1.1, M2.5, M2.9

HSW7,8,9,11

(b) the geochronological division of the geological columnforthePhanerozoicintoerasandperiodsusingabiostratigraphicrelativetimesequence.

Toincludebasicidentificationofmaininvertebrate groups (trilobites, corals, brachiopods, bivalves, cephalopods) and an outline of the Palaeozoic, Mesozoic and Cenozoic faunas.

Learners are notrequiredtomemorisedates.

PAG5

2.2.2Geologicaltime

Thissectionintroducesthegeologicalcolumnandtheprinciples used to construct it.

Theseconceptswillbefurtherdevelopedandappliedinmodule7(ALevelonly).

20

2


Module 3: Global tectonics

WhenviewedonageologicaltimescaletheEarthisthemostdynamicoftheterrestrialplanets.

Thissectionprovidesknowledgeandunderstandingof the Earth, its structure and its place within the solarsystem.Itbuildsonlearners’knowledgeof Earthscienceandplacesthiswithinascientificframework.

Learners will have knowledge of the geological phenomenafromplace-basedstudyingeography,andrelevantscientificprinciplesfromGCSE(9–1)Science.

Thismoduleaimstointegratelearners’existingknowledgeandextendtheirunderstandingoftheinterior of the Earth. It provides learners with the basisforunderstandingthetectonicenvironmentsinwhichrocksareformedandgeologicalstructuresdevelop (3.1 Earth structure, 3.2 Plate tectonics and 3.3 Geological structures).


3.1Earthstructure

Our understanding of the layered structure of the Earth has developed rapidly since the 1960s and benefitedfromColdWarmilitaryresearch.Morerecently,insightfromplanetaryscienceandoilexplorationtechnologyhaveallowedgeologiststorefinetheirunderstanding.Thisisstillanareaofactiveresearchandmanyquestionsremaintobeanswered.

Inpresentingthegeochemicalandgeophysicalunderstanding of the structure of the Earth in separatesubsectionsweaimtoavoidthecommonmisconceptionthatassumesthecrustandthelithospherearesynonymousandthattheMohodiscontinuityisthebaseofthelithosphere.

21

2




(a) thelayeredstructuresoftheEarthasdefinedbytherheologicalpropertiesofthelayers

Toincludehoweachlayerdeformsinresponse to an applied force.

(b) howthevariationinPandSwavevelocities providesindirectevidencetoidentifylayers within the Earth and how their paths through the Earth produces the P and S wave shadow zones

Toincludehowthestateanddepthoftheinner and outer core of the Earth can be determined.

HSW3,5

(c) thelithosphereasarigid,brittlelayermadeofthecrustandpartoftheuppermantle,whichisdividedinto plates

(d) howevidencefromgravityanomaliesandisostasyprovidesindirectevidencetodeterminethebehaviour of the lithosphere and asthenosphere

Toinclude:gravityanomalies(freeairandBouguer),isostaticequilibriumandisostaticrebound.HSW1,2,3,5,7

(e) howindirectevidencefromelectromagnetic(EM)surveysmaybeusedtoidentifythelithosphereandasthenosphereatmid-oceanridges

Toincludetherelationshipbetweenconductivityandpartialmelting.HSW1,2,3,7

(f) thenatureoftheasthenosphereasarheid,plasticlayerwith1–5%partialmelting

Toincludetheroleoftheasthenosphereinplate tectonics.

(g) how the density of the whole Earth and the rocks at the surface provide indirect evidence to infer the densityofthecoreandmantlerocks

(h) theprobablegeodynamooriginoftheEarth’smagneticfieldwhichprovidesindirectevidenceforthe subdivision of the core.

Toincludeconvectioninarotatingconductingfluid.HSW1,2,7

3.1.1ThephysicalstructureoftheEarth

ThissectionlooksatthegeophysicalstructureoftheEarth.Learnerswillbefamiliarwithideasofthepropertiesofmatter,waves,gravityandmagnetismfromGCSE(9–1)PhysicsandChemistry.

Theseconceptswillbefurtherdevelopedandappliedinmodule5(ALevelonly).

22

2




(a) thebulkcompositionoftheEarthandhowitisinferredfromthecompositionofmeteorites(chondrites) and the Sun

Toincludetheuseofnormaliseddiagramsdisplayingelementconcentrations(qualitativeonly).

(b) aqualitativeexplanationofthenebularhypothesisfortheformationofthesolarsystemand the Earth

Toincludetheevidenceforprotoplanetarydiscs,andimpactcratersontheEarthandotherbodiesinthesolarsystem.PAG12HSW1

(c) thetransferofgeothermalenergyfrom:

(i) heatofformationbytheEarth (ii) radioactivedecaywithintheEarth

Toinclude:• transferofthermalenergyfrom

differentiation(potentialenergy)• formationofthesolidcore(specificlatent

heat)• earlybombardment(kineticenergy)• theradioactivedecayofK,UandTh.

(d) theGoldschmidtclassificationofelementsintofourgroupsandaqualitativeunderstandingofthepreferredformationofstatesofsubstances(oxidesandsulfides)

Lithophile,siderophile,chalcophile,atmophile.

Learners are not required to study enthalpy changes or free energy.

(e) thedifferentiationoftheEarthintolayersofdistinctcompositionanddensitybythepartitioningofeachoftheGoldschmitgroupsbetweenthecrust,mantle,core,andatmosphereand hydrosphere

Toinclude:evidenceformeteoritesasapossiblesource of rare siderophiles in the crust, crustal abundanceandconcentrationfactor.M1.1, M1.4, M1.6, M3.2

(f) thegeochemicallayeredstructureoftheEarthasdefinedbythemineralcompositionofthelayersandhowthecompositionoftheselayersisinferredfromdirectevidence.

Toincludeevidencefromrocksandseismology:deepminesandboreholes,ophiolites,kimberlitepipes,mantlexenoliths,andtheLehmann,GutenbergandMohodiscontinuities.HSW5

3.1.2TheoriginoftheEarth’sstructure

ThissectionintroducesthegeochemistryandoriginofthestructureoftheEarth.Learnerswillbefamiliarwith ideas of energy transfer and states of substance fromGCSE(9–1)PhysicsandChemistry.

It is also an opportunity for learners to study both renewablegeologicalresources(suchasgeothermal

energy)andfinitemineralresourcesandtheneedtomanagetheseresourcesforlongtermsustainability.

TheGoldschmidtclassificationofelementsprovidesaframeworkforunderstandingthegeochemicalbehaviourofelementswhichwillbedevelopedinmodule5(ALevelonly).

23

2




(a) thetransferofenergyfromwithintheEarthwhich drives the Earth’s internal geological processes

Toinclude:evidenceforthegeothermalgradient,convection,conductionandadvection,andestimatesofgeothermalflux.

M3.2, M3.10

(b) (i) theevidencefromearthquakeseismologydata for the nature of lithospheric plates (aseismicinteriorsandboundariesdefinedbyseismicactivity)

(ii) theevidenceforstructureinthemantlefromseismictomographydata

(iii) theinterpretationandanalysisofseismograms

ToincludeearthquakefocialongtheinclinedplaneofaBenioffzone.

Toincludesubductedslabsandareasofupwelling.Toinclude:• derivingthedistancefromepicentre;using

time–distancecurvestofindtheepicentreof an earthquake

• useofseismogramstodemonstrateshadow zones.

M3.7

PAG2HSW1,3,5,6,9,12

(c) thenatureoflithosphericplates:aseismicinteriorsandboundariesdefinedbyseismicactivity

3.2 Plate tectonics

Of the terrestrial planets, the Earth is the only one wheregeothermalenergyisdissipatedthroughplatetectonics.TheplatetectonicparadigmallowsgeologiststoexplainthedissipationofheatbytheEarth,tectonicenvironments,earthquakesandstyles

ofigneousactivity.Onalongertimescale,theplatetectonicsparadigmexplainspatternsofglobalsedimentation,longtermsealevelchangeandoreformingprocesses,aswillbeexploredinmodules5and 7 (A Level only).

3.2.1Theplatetectonicsparadigm

Platetectonicsisathermodynamicallydrivenprocesswhichinvolvesthemantleandthelithosphere.

TheevidenceforadynamicEarthbuildsonarangeofevidencefromdirectobservationandremotesensing.

24

2



(d) howtheglobaldistributionofgeologicalfeaturesofthesameageprovidesevidencetoreconstructhistoricalplatemovement

Toinclude:orogenicbelts(Caledonianorogeny–Iapetus),palaeoenvironmentsandgeomagnetics(polarwanderingcurves),oceanfloormagneticanomalies,volcaniczones,palaeoecologyandglacial geology.HSW1,5,6

(e) theevidenceformantleplumes Toinclude:relativeplatemotion,geologicalfeatures,heatflowandseismictomographyHSW1,5,6

(f) howtheresolutionandprecisionofthedirect measurementofrelativemovementofpointsondifferentplatesusingGlobalPositioningSystems(GPS)allowaccuratemeasurementofthecurrentrelativemovementoflithosphericplates

Toincludebasicunderstandingofgeodesy(ellipsoidmodeloftheEarth,thegeoidandterrestrialreferenceframes).

Learners are not required to have an understandingoftheoperationofGlobalPositioningSystems.

M1.3HSW1,3,5,6

(g) subductionzones,lithosphericplates(coldthermalboundary)andmantleplumeswhichactastheactivelimbsoftheconvectioncellswhichtransferenergyfromwithintheEarth

M2.10

(h) howgravityanddifferencesindensityresultinridgepushatmid-oceanridges

Toinclude:passiveupwellingatdivergentplateboundariesandseafloorspreading.

(i) therelativeimportanceofslabpullatsubductionzonesandridgepushatmid-oceanridgesasmechanismsdrivingthemovementoftectonicplates

(j) (i) howtheplatetectonicparadigmemergedfromprevious,graduallymoresophisticatedmodels(geosynclines,continentaldrift,activemantleconvectioncarrying passive tectonic plates)

(ii) interpretationoftheseandotherexamplesofsuchdevelopingmodels.

Toinclude:• evidenceforandagainstContraction

theory• evidencefromoceanbasinresearch• continentalblocks,isostasy,radioactivity

and tectonic plates

Learners are notexpectedtorecallnamedscientistsandspecificdates.HSW7

25

2




(a) thegenerationofmaficmagmabypartialmeltingwhichresultsfromupwellingofthemantleatdivergent plate boundaries and intraplate hot spot settings

Toinclude:geotherm,solidus,liquidusandadiabaticconditions.

(b) thegenerationofintermediateandsilicicmagmasatconvergentplateboundarieswherecrustalmaterialiscarrieddownwardresultinginpartialmelting

Toincludemagmamixing.

(c) the processes of intrusion which cause a body of magmatoascendthroughthecrustandhowtheseaffectthecountryrock

Toincludeformationofdiapirsandtransgressive sills.

(d) (i) thecharacteristicsofmajorandminorintrusivebodiesandthesettingsunderwhichtheyform

(ii) theuseofgeodeticandgeophysicaldatatoidentifythesubsurfaceintrusionofmagma

Toinclude:chilledandbakedmarginsandmetamorphicaureoles.

Toinclude:harmonictremor,3Dvisualisationofseismicdata,tiltmeterandGPSobservations.

M3.2, M3.7, M3.8

PAG2HSW3

(e) (i) howchangesinthepropertiesofmagmacanaffectbuoyancyforcessuchthatthemagmacanmakeitswaytothesurfaceproducingavolcaniceruption

(ii) practicalinvestigationstomodelthepropertiesofmagmaandhowchangestoconditionscanaffectbuoyancyforces

Toinclude:exsolutionofvolatiles,crystalcontent, recharge and groundwater changes.

PAG3HSW1,4

(f) thediagnosticgeologicalcharacteristicsofdykes,sillsandlavaflows

3.2.2Plateboundariesandigneousprocess

Thissectiondevelopsideasofpressureandpressuredifferencesinfluids,andchemicalbondswhichwillbefamiliartolearnersfromGCSE(9–1)PhysicsandChemistry.

Usingbuoyancyandchangingphysicalpropertiesprovidesascientificframeworkforlearnerstounderstand igneous processes which will be developedinmodule5(ALevelonly).

26

2



(g) howthecomposition(percentagesilica)andtemperatureoftheeruptinglavacontrolsitsviscosityanditsabilitytoexsolvevolatiles

ToincludeaqualitativeunderstandingoftheeffectofOH−ionsonsilicatepolymerisation.

M1.4, M3.2

(h) howthecompositionandphysicalcharacteristicsoftheeruptedmaterialcontrolthevolcaniclandformsproducedbybothexplosiveandeffusiveactivity

Toinclude:• viscosity,rateofextrusion,gas

contentandfrequencyoferuption• fissureandcentraleruptions• subaerialandsubmarine• plateau,shield,compositeand

caldera

(i) thenatureofvolcanichazardsandtheirrelationtothecompositionandpropertiesofthesourcemagma.

Toincludetheplottingandinterpretationofisopachytemaps.

M3.7, M4.2HSW8,9,12

3.3Geologicalstructures

Thissectionintroduceslearnerstostructuralgeologyand provides knowledge and understanding of folding,faultingandthebehaviourofdeformingrocks.

Learnersareintroducedtorockdeformationatoutcrop before considering regional and global tectonicenvironments.

3.3.1 Rock mechanics

Thissectionintroduceshowrocksbehavewhensubjectedtostress.Theseconceptswillbedevelopedinmodule6(ALevelonly).

Thereareopportunitiesforlearnerstodevelopandapply these ideas in the laboratory and through fieldwork.



(a) (i) the geological structures produced by rock deformationasaresultoftectonicstresses(tension,compressionandshearforces)

(ii) theidentification,measurementanddescriptionofthesegeologicalstructuresonphotographs,maps,cross-sectionsandinthefield

(iii) theconstructionofgeologicalcross-sectionsfromgeologicalmaps

(iv) useofacompass-clinometer

Toinclude:• beddingplanes:strike,dipandapparentdip• faults:faultplane,throw,faultdip,dip-slip,

strike-slip, hanging wall, footwall, upthrow and downthrow

• folds:foldlimbs,symmetrical,asymmetrical,hinge,crest,trough,axialplane,axialplanetrace,plunge,antiformandsynform

• principal stresses.

M1.1, M1.4, M1.5, M3.2, M4.2PAG6HSW4,5,8,10

27

2



(b) (i) how tectonic stress and strain vary due to temperature,confiningpressureandtime,resultingintheplasticorbrittledeformationofrocks

(ii) theuseofstressandstraindiagrams

Toincludetheformationofjoints,slickensidesand fault breccia.PAG9HSW8

M3.7, M3.8

(c) howcompressiveforcescanleadtotheformationofaslatycleavage.

Toincludetherelationshipofcleavagetofolds.

3.3.2Structuralgeologyandplateboundaries

Theplatetectonicparadigmprovidesaframeworktounderstandboththedistributionandstylesoftectonicenvironments.

Knowledgeofearthquakesandtectonicenvironmentprepareslearnersforthestudyofmodule6 (A Level only).



(a) howearthquakesoccurwhenelasticstrainenergystoredinrocksisreleased(elasticreboundtheory)

(b) howplatemovementattransformboundariescausessheardominatedtectonicenvironments,whichcanleadtorockdeformationasaresultoftectonic induced stresses

Toincludestresstransfer.

(c) howplatemovementatconvergentboundariescausescompressiveandsheardominatedtectonicenvironments,whichcanleadtorockdeformationas a result of tectonic or gravity induced stresses

Toinclude:foldmountains,overfolds,isoclinalfolds, nappes, thrusts.

(d) howplatemovementatdivergentboundariescausestensionaldominatedtectonicenvironments,whichcanleadtorockdeformationasaresultoftectonic or gravity induced stresses.

Toinclude:graben(rift),horst,relationshipbetween spreading rate and topography, and oceaniccorecomplexes.

M3.10

28

2


Module4:Interpretingthepast

TherealisationbygeologiststhattheEarthwastheproduct of processes that could be studied and understoodrevolutionisedscience(uniformityofprocess).

Thissectionprovidesknowledgeandunderstandingofmodernsedimentsandsedimentaryrocks.Itdemonstratesthepowerofapplyingscientifictheoriesandasystemsapproachtounderstandingacomplexworld.

Learners will have knowledge of rocks and the rock cyclefromKS3geographyandscience,andthosewhohavestudiedGCSE(9–1)Geographywillhaveknowledgeofsurfaceprocess.Thissectionaimsto

buildonlearners’hands-onexperienceofrocksandfossilsanddemonstratetothemthatthepresentisthe key to the past.

Learners should gain knowledge and understanding oftherelationshipbetweensedimentaryrocksandenvironments(4.1Sedimentaryenvironmentsintime,4.2Geochronology).


29

2


4.1Sedimentaryenvironmentsintime

‘Thepresentisthekeytothepast.’–CharlesLyell,1833

Thediscoveryoftherockcycleandtheprinciple ofuniformitarianismbyJamesHuttondemonstratedtheimportanceofreviewingtheoryinthelightoffieldwork.

Thefaciesapproachtosedimentarygeologydeveloped in the 1970s is analogous to a niche in

ecology.Byviewingmultiplecharacteristicsofthree-dimensionalbodies,facieslinkmodernenvironmentswithancientrocksandavoidthelimitationsofthelayer-cake approach.

Knowledgeoftheapplicationofuniformitarianismtotheunderstandingofsedimentaryfaciesprepareslearnersforthestudyofmodules5and7(ALevelonly).

4.1.1Uniformitarianismandtherockcycle

Therockcycleanduniformitarianismwererevolutionaryideas200yearsago.Deeptimewasthe

catalysttonewideasinothersciencesandmadegeology the lead science of its day.



(a) theuseofevidenceinthefield,photographs,diagramsandmapstorecognisetherockcycle

Toincludetheoriginofanangularunconformity.

PAG6HSW4,5,10

(b) howuniformitarianismandtherockcyclemodeldevelopedovertime,includingideasofcatastrophism,massextinctions,andchangingconditionsandratesofprocessesthroughgeologicaltimeincludingthecontributionsofJamesHuttonandWilliamSmith

Toincludegradualism.HSW7,11

(c) whatfaciesassociationsare,whyfaciesarethebasicunitofsedimentarygeologyandhowuniformitarianismisappliedtothestudyoffaciesbyanalogywithmodernsedimentarysequencesandprocesses.

30

2




(a) (i) howthecharacteristicsofthefaciesinasedimentaryenvironmentarerelatedtothemethodsofsedimenttransport

(ii) thediagnosticsedimentarystructuresproducedbythesedimenttransportprocesses

(iii) therecognitionandapplicationofthediagnosticpropertiesofsedimentarystructurestointerpretway-upandsedimentaryenvironments,inthefieldandonphotographs

Toincludethecharacteristicsofsedimentstransported by wind, glaciers, rivers and in shallowmarineenvironments.Toinclude:cross-bedding,ripplemarks,gradedbedding,desiccationcracks,saltpseudomorphsandimbricatestructure.

M1.4, M1.5, M4.2PAG4, PAG6HSW1,4,5,10

(b) theconstructionandinterpretationofgraphiclogsofmodernsedimentsequencesandancientsedimentaryrock

Toincludefossilassemblages,sedimentarystructuresanddirectionaldata.

M4.2PAG6HSW8,10

(c) depositioninfluvialenvironmentswhichproducesacharacteristicthree-dimensionalarchitectureduetolateralmigration

Toinclude:meanderingrivers,braidedrivers and alluvial fans (channel sandstones,floodplainclaysandsilts,breccias,andconglomerates).

M2.8

(d) depositioninhotdesertenvironmentswhicharecontrolled by gradual aeolian processes and episodic high energy events

Toincludewadis,dunesandplayalakes(aeolian sandstones, evaporites).

(e) depositioninshallowsiliciclasticseaswhichproducescharacteristicoffshoretransitionsfrombeachdeposits,currentreworkedsandsheetstomuds,belowthewavebase

(f) depositioninshallowcarbonateseaswhichproducescharacteristiclimestoneswithin,onandoutsidethereef(reeflimestone,bioclasticlimestoneandooliticlimestones)

(g) depositionindeepwatercarbonateseasabovethecarbonatecompensationdepth.

Toincludechalk,micriticlimestonesandaqualitativeunderstandingofchert/flintformationinsiliciclasticstarvedseasandcontinentalslopes.

4.1.2Surfaceprocessesandproducts

Thissectiondevelopsandextendsideasofsurfaceprocesses(‘geomorphicprocesses’)whichwillbefamiliartolearnersfromGCSE(9–1)Geography.

Itfocusesonfaciesandasystemsapproachtounderstandingsedimentaryenvironmentsbyapplyingtheconceptofuniformityofprocess.

31

2


4.2Geochronology

‘…wefindnovestigeofabeginning,–noprospectofanend.’–JamesHutton,1795

Huttonbasedhisassertiononthefieldevidenceformultiplerockcyclesthatheandhiscorrespondentsobserved.Subsequentgenerationsofgeologistshavedevelopedincreasinglysophisticatednumerical

datingtechniquesalthoughreferencetothemostrecentICSchronostratigraphicchartwillshowthatthisisstillaworkinprogress.

Knowledge of geochronology prepares learners for thestudyofmodules5to7(ALevelonly).

4.2.1Relativedatingandbiostratigraphy

Thissectionintroducesthegeochronologicalprinciplesofcorrelation(basedonlithologyandmacrofossils)andrelativedating.

Thereareopportunitiesforlearnerstodevelopandapply these ideas in the laboratory and through fieldwork.



(a) the geochronological principles used to place geologicaleventsinrelativetimesequencesinoutcrops,photographs,mapsandcross-sectionstointerpret geological histories

Toincludesuperposition,originalhorizontality,way-upcriteria,cross-cuttingrelationships,includedfragmentsandunconformities.

M1.4, M1.5, M4.2PAG6HSW1, 10

(b) thecriticalapplicationoflithostratigraphiccorrelation(lateralvariation,diachronousbeds)

Toincludesequencesofbeds,thicknessandcomposition.

(c) theapplicationandlimitationsofrelativedating HSW6

(d) biostratigraphiccorrelationusingfirstappearanceofmacrofossils,stratigraphicrange,extinctionandfossilassemblages.

Toincludezonefossils.

M2.2

32

2


2d. Priorknowledge,learningandprogression

Thisspecificationhasbeendevelopedforlearnerswhowishtocontinuewithastudyofgeology at Level3.TheASlevelspecificationhasbeenwrittentoprovideprogressionfromGCSE(9–1)Sciencequalifications,GCSE(9–1)GeologyorGCSEGeology.Learners who have successfully taken other Level 2 qualificationsinsciencewithappropriategeologycontentmayalsohaveacquiredsufficientknowledgeand understanding to begin the AS Level Geology course.

Thereisnoformalrequirementforpriorknowledgeofgeologyforentryontothisqualification.Otherlearnerswithoutformalqualificationsmayhaveacquiredsufficientknowledgeofgeologytoenableprogression onto the course.

Somelearnersmaywishtofollowageologycoursefor only one year as an AS, in order to broaden their curriculum,andtodeveloptheirinterestandunderstandingofdifferentareasofthesubject.Othersmayfollowaco-teachableroute,completingtheone-yearAScourseand/orthenmovingtothetwo-year A level. For learners wishing to follow an apprenticeshiprouteorthoseseekingdirectentryinto science careers, this AS level provides a strong background and progression pathway.

Findoutmoreatwww.ocr.org.uk

http://www.ocr.org.uk

33

3


3 Assessment of OCR AS Level in Geology

3a. Formsofassessment

OCR’sASLevelinGeologyconsistsofoneexternallyassessedwrittencomponent(01).

Thiscomponentcontainssome synopticassessmentandsomeextendedresponsequestions(seeSections3fand3e,respectively).

Theuseofscientificorgraphicalcalculatorsarepermittedinthewrittenexaminations.SeeSection5efor further details.

Geology (Component 01)

Thiscomponentisworth120marks,issplitintotwosectionsandassessescontentfromacrossallteachingmodules.Learnersanswerallquestions.

SectionAcontainsmultiplechoicequestions.Thissectionisworth20marks.

SectionBincludesshortanswerandextendedresponsequestionscoveringstructuredquestions,problemsolving,calculationsandpracticalskills. Thissectionisworth100marks.

3b. Assessmentobjectives(AO)

TherearethreeAssessmentObjectivesinOCRASLevelGeology.Thesearedetailedinthetablebelow.

Learnersareexpectedtodemonstratetheirabilityto:

AssessmentObjective

AO1 Demonstrateknowledgeandunderstandingofgeologicalideas,skillsandtechniques.

AO2 Apply knowledge and understanding of geological ideas, skills and techniques.

AO3Analyse,interpretandevaluategeologicalideas,informationandevidencetomakejudgements,drawconclusions,anddevelopandrefinepracticaldesignandprocedures.

34

3


AOweightingsinASLevelinGeology

Therelationshipbetweentheassessmentobjectivesandthecomponentisshowninthefollowingtable:

Component% of OCR AS Level in Geology (H014)

AO1 AO2 AO3

Geology [H014/01] 35 40 25

Total 35 40 25

3c. Assessment availability

TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.

Allexaminedcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.

ThisspecificationwillbecertificatedfromtheJune2018examinationseriesonwards.

3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesastheywish.Theyretakeallcomponentsofthequalification.

3e. Assessmentofextendedresponse

Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheir ability to construct and develop a sustained and coherentlineofreasoningandmarksforextendedresponsesthatareintegratedintothemarkingcriteria.

ExtendedresponsequestionswhicharemarkedusingalevelofresponsemarkschemeareincludedinComponent01.Theseextendedresponsequestions,markedusingalevelofresponsemarkscheme,areindicatedinthepaperandmarkschemebyanasterisk (*).

35

3


3f. Synopticassessment

Synopticassessmentteststhelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.

Synopticassessmentinvolvestheexplicitdrawingtogether of knowledge, understanding and skills learnedindifferentpartsoftheASlevelcourse.Theemphasisofsynopticassessmentistoencouragethedevelopmentoftheunderstandingofthesubjectasadiscipline.

Synopticassessmentrequireslearnerstomakeanduseconnectionswithinandbetweendifferentareasofgeology,forexample,by:

• applying knowledge and understanding of morethanoneareatoaparticularsituationorcontext

• using knowledge and understanding of principles and concepts in planning experimentalandinvestigativeworkandintheanalysisandevaluationofdata

• bringingtogetherscientificknowledgeandunderstandingfromdifferentareasofthesubjectandapplyingthem.

3g. Calculatingqualificationresults

Alearner’soverallqualificationgradeforASLevelinGeologywillbecalculatedfromtheirmarkforComponent01.

Thismarkwillthenbecomparedtothequalificationlevelgradeboundariesfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.

36

4


4 Admin:whatyouneedtoknow

Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overview is available on the OCR website at https://www.ocr.org.uk/administration

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.

EstimatedentriesshouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityour centre in any way.

Finalentries

Final entries provide OCR with detailed data for each learner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

AlllearnerstakingASLevelinGeologymustbeentered for H014.

Entrycode Title Component code Componenttitle Assessment type

H014 Geology 01 Geology Externalassessment

HeadofCentreAnnualDeclaration

TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

Any failure by a centre to provide the Head of Centre AnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of our approval for you to operate as a centre.

Privatecandidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre. Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.Theymustbe based in the UK.

Private candidates need to contact OCR approved centres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.

FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:https://www.ocr.org.uk

https://www.ocr.org.uk/administration


37

4


Fieldworkwrittenstatement

Centresmustprovideawrittenfieldworkstatement detailingthatreasonableopportunitieshavebeenprovidedtoalllearnersbeingsubmittedforentrywithinthatyear’ssetofassessmentstoundertakeatleast twodaysofgeologicalfieldwork.

ToaidadministrationwithincentreswehavecombinedthefieldworkstatementrequirementwiththeHeadofCentreAnnualDeclaration.BysigningtheHeadofCentreDeclarationthecentreisconfirmingthat they have provided at least two days of geologicalfieldworkforlearnersandthattheyhaveallowedlearnersto:

• undertakefieldworkinthecontextsofvirtualfieldwork,localfieldworkoutsidetheclassroomandunfamiliaroutcropgeology

• undertakethepracticaltechniquesdetailedinmodule1.3ofthisspecification.

AnyfailurebyacentretoprovideafieldworkstatementtoOCRinatimelymanner(aspartoftheHeadofCentreDeclaration)willbetreatedasmalpracticeand/ormaladministration.

4b. Specialconsideration

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.

4c. Externalassessmentarrangements

RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.

38

4


Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results’ informationforeachlearner:

• thegradeforthequalification

• thetotalweightedmarkforthequalification(equaltotherawmarkforComponent01).

Thefollowingsupportinginformationwillbeavailable:

• weightedmarkgradeboundariesforthequalification.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel3AdvancedSubsidiaryGCEinGeology’.

4e. Post-resultsservices

Anumberofpost-resultsservicesareavailable:

• Reviewofresults–Ifyouarenothappywiththeoutcomeofalearner’sresults,centresmayrequestareviewofmarking.

• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Accesstoscripts–Centrescanrequestaccesstomarkedscripts.

4f. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsandcoverageoffieldworkrequirements(seeSection4a)mayconstitutemalpractice(whichincludesmaladministration)andmustbereportedto

OCRassoonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQpublication Suspected Malpractice in Examinations and Assessments: Policies and Procedures.

4d. Resultsandcertificates

Gradescale

ASlevelqualificationsaregradedonthescale:A,B,C,D, E, where A is the highest. Learners who fail to reach theminimumstandardforEwillbeUnclassified(U).

OnlysubjectsinwhichgradesAtoEareattainedwillberecordedoncertificates.

39

5


5 Appendices

5a. Overlapwithotherqualifications

ThereisasmalldegreeofoverlapbetweenthecontentofthisspecificationandthoseforotherASlevels and A Levels in Science and Geography.

Examplesofoverlapinclude:

Biology

• fossilsasevidenceforevolution

• fossilsasevidenceforclassification.

Chemistry

• covalent network structures

• acid–carbonatereaction.

Physics

• wave theory

• energy transfers

• mechanicalpropertiesofmatter

• density and pressure

• radioactivedecay.

Geography

• nooverlapwithDfEsubjectcriteria(corecontent)

• tectonic hazards (where added by an individual awardingorganisationasnon-corecontentintheirspecification).

5b. Accessibility

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.DetailedinformationabouteligibilityforaccessarrangementscanbefoundintheJCQAccess Arrangements and Reasonable Adjustments.

TheASlevelqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protected CharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimiseanysuch disadvantage.

5c. SIunitsingeology

TheInternationalSystemofUnits(SystèmeInternationald’Unités),whichisabbreviatedasSI,isacoherentsystemofbaseunits.Thesixwhichare relevant for AS Level Geology are listed below. Also listed are eight of the derived units (which have specialnames)selectedfromtheSIlistofderivedunitsinthesamesource.

Itisexpectedthatlearnerswillshowunderstandingofthescientificquantitiesandcorrespondingunits,SIbase and derived units listed below.

Theywillbeabletousetheminqualitativeworkandcalculations.Theseunitsandtheirassociatedquantitiesaredimensionallyindependent.

40

5


SIbaseunits

Physicalquantity Unit Unit

Length metre m

Mass kilogram kg

Time second s

Current ampere A

Temperature kelvin K

Amountofasubstance mole mol

SIderivedunits


Frequency hertz Hz

Force newton N

Energy joule J

Power watt W

Pressure pascal Pa

Electric charge coulomb C

Electricpotentialdifference volt V

Electric resistance ohm X

Non-standardunits


Time day d

Time year–annum a

Mass tonne t

41

5


5d. HowScienceWorks(HSW)

Theideathatscienceprogressesthroughacycleofhypothesis,experimentation,observation,developmentandreviewisencompassedinthissection.Itcoversaspectsofscientificthinkingandaimstodevelopthescientificskillsandconventionsfundamentaltothestudyofscience.Thesectionincludesunderstandingoftheoriesandapplicationsofscience,thepracticalaspectsofscientificexperimentation,andobjectiveanalysisandevaluation.Thiswillenablelearnerstodevelopanunderstandingoftheprocessesandmethodsofscienceand,throughconsiderationofthedifferenttypesofscientificenquiry,learnerswillbecomeequippedtoanswerscientificquestionsabouttheworldaroundthem.

OCR’s AS Level in Geology encourages the developmentofskills,knowledgeandunderstandinginsciencethroughopportunitiesforregularhands-onpracticalandfieldwork.

Learnerswillberequiredtohavecarriedoutpracticalactivitiesespeciallyinfieldsituations.Theskills,knowledge and understanding developed through fieldworkwillalsobeassessedindirectlyinwrittenexaminations.

How Science Works (HSW) was conceived as being a widerviewofscienceincontext,ratherthanjuststraightforwardscientificenquiry.Itwasintendedtodeveloplearnersascriticalandcreativethinkers,abletosolveproblemsinavarietyofcontexts.Developingideasandtheoriestoexplaingeologicalprocessesisat the heart of geology. Learners should be aware of theimportancethatpeerreviewandrepeatabilityhaveingivingconfidencetothisevidence.

Learnersareexpectedtounderstandthevarietyofsourcesofdataavailableforcriticalanalysistoprovide evidence and the uncertainty involved in its measurement.Theyshouldalsobeabletolinkthatevidencetocontextsinfluencedbyculture,politicsand ethics.

Understanding How Science Works requires an understandingofhowscientificevidencecaninfluenceideasanddecisionsforindividualsandsociety, which is linked to the necessary skills of communicationforaudienceandforpurposewithappropriatescientificterminology.

TheexamplesandguidancewithinthespecificationarenotexhaustivebutgiveaflavourofopportunitiesforintegratingHSWwithinthecourse.

42

5


HSW1 Usetheories,modelsandideastodevelopgeologicalexplanations.

HSW2 Useknowledgeandunderstandingtoposescientificquestions,definegeologicalproblems,presentscientificargumentsandgeologicalideas.

HSW3 Useappropriatemethodology,includinginformationandcommunicationtechnology(ICT),toanswergeologicalquestionsandsolvegeologicalproblems.

HSW4 Carryoutfieldwork,experimentalandinvestigativeactivitiesinarangeofcontexts,toincludethecollection,compilationandanalysisofEarthsciencedatafromthefieldandsubsurface,andappropriateriskmanagement.

HSW5 Analyseandinterpretdatatoprovideevidence,recognisingcorrelationsandcausalrelationships,manipulateandextrapolatethesesometimesincompletedatasetsinbothtwoandthree-dimensions.

HSW6 Evaluatemethodology,evidenceandpartialdatasets,andresolveconflictingevidence.

HSW7 Knowthatscientificknowledgeandunderstandingdevelopsovertime.

HSW8 Communicateinformationandideasinappropriateways(includinggeologicalmapsandcross-sections)usingappropriateterminology,SIunitsandtheirprefixesandtheabilitytoexpressinstandardform.

HSW9 Considerapplicationsandimplicationsofscienceingeologyandevaluatetheirassociatedbenefitsandrisks.

HSW10 Considerethicalissuesinthetreatmentofhumans,otherorganismsandtheenvironment.

HSW11 Evaluatetheroleofgeologywithinthescientificcommunityinvalidatingnewknowledgeandensuring integrity.

HSW12 Evaluatethewaysinwhichsocietyusessciencetoinformdecisionmaking.

43

5


5e Mathematicalskillsrequirements

ItisarequirementwithinASLevelGeologythatatleast10%ofthemarksavailableassesstheuseofmathematicalskills(inthecontextofgeology)atalevelofdemandwhichisnotlowerthanthatexpectedathighertierGCSE(9–1)Mathematics.

ThetablebelowprovidessomeexamplesofthemathematicalrequirementswhichwillbeassessedinASLevelGeologyandhowtheapplicationofskillsmaybeassessedwithinawrittenexam.

Allmathematicalcontentwillbeassessedwithinthelifetimeofthespecification.PleasenotethatwhileM2.3, M3.3, M3.4 and M4.1 are A level only content learners can be required to apply their prior

mathematicalskillsfromGCSE(9–1)MathematicsandGCSE(9–1)ScienceinASassessments;forexample,torearrangeandsolvetheconcentrationfactorformula.

ThislistofexamplesisnotexhaustiveandisnotlimitedtoGCSE(9–1)examples.Theseskillscouldbedevelopedinotherareasofspecificationcontentfromthoseindicated.

Learnersarepermittedtouseascientificorgraphicalcalculatorforallwrittenexaminations.CalculatorsaresubjecttotherulesinthedocumentInstructionsforConductingExaminationspublishedannuallybyJCQ(www.jcq.org.uk).

FormulaeusedinASLevelGeology

Toaddressgeologyquestionsusingmathematicalskillslearnerswillneedtobeabletouseand,insomecases,recallformulaeandequations.Someofthesewillbemathematicalequationsappliedingeologicalcontexts,whileothersareformulaeforgeologicalconcepts,whichmayneedtobemanipulatedusingstandardmathematicalalgebraictechniques.

Geological Mathematical

Recall • Magnification• Rates• Concentrationfactor• Phi(φ)scale(atAS,qualitative

understanding only)• SurfaceAreatoVolumeratio

AllofGCSE(9–1)Mathsrecallincluding(butnot limitedto):

• circumferenceandareaofcircle• surfaceareaandvolumeofrightprisms

(including cylinders)• mean• percentage (to include %change and %error)

Provided • Standarddeviation

GCSE(9–1)Mathematicalformulaetorecall

AtASandALevelGeologyweassumeknowledgeofhighertierGCSE(9–1)Mathematicscontent.Thisincludes(butisnotlimitedto)thefollowinglistofformulaewhichlearnerswillneedtorecall.

Notethatlearnersshouldbefamiliarwiththeconventionofusingr for radius, h for height, b for base and l for length.

• Circumferenceofcircle

2circumference o circle rf r=

http://www.jcq.org.uk/

44

5


• Area of circle

rea of circle ra 2r=

• Surface area of cuboid

2( )Surface area of cuboid bh bl hl= + +

• Surfaceareaofrightprism(includingcylinder)

( )urface area of right prism area of each faces R=

• Volumeofcuboid

olume of cuboid hblv =

• Volumeofrightprism(includingcylinder)

secvolume of right prism area of cross tion height#-=

• Mean

x nxR

=

• Percentage (which can be used to calculate percentage change, percentage yield and percentage error)

100ercentage change original quantitynew quantity original quantity

p #=-

yy

)% (2

100%intint

error quantity measuredabsolute

uncertauncerta#

#=

Geologicalformulaetorecall

Thefollowingarethegeologicalformulaewhichlearnerswillneedtorecall:

• Magnification

Magnification size o real objectsize of imagef=

• Rates(e.g.geotherm,relativeplatemotion,radioactivity,sedimentationrate)

ate time takenchange in quantity

R =

• SurfaceAreatoVolumeratio

Ratio VolumeSurface Area=

• Concentrationfactor

concentration factor average crustal abundancegrade of metal ore

=

45

5


• Phi(φ)scale(atAS,qualitativeunderstandingonly)

phi1

logdiameter of grain in mm

2=- c m

Mathematicalformulaethatwillneedtobeusedbutnotrecalled

Thefollowingarethemathematicalformulaewhichlearnerswillbegivenintheexam,orinalistfromwhichtheyselectandapplyasappropriate:

• StandardDeviation

1

( )s n

x x 2R=

-

-

Mathematicalskillsforgeology–M1–M4CoverageTable

Ref Mathematicalskills to be assessed

Exemplificationofmathematicalskillinthe context ofASLevelGeology(assessmentis not limited to theexamplesbelow)

Areasofthespecificationwhichexemplifythemathematicalskill (assessment is not limited to theexamplesbelow)

M1–Number

M1.1 Recogniseandmakeuse of appropriate unitsin calculations

Candidatesshoulddemonstratetheirabilityto:• convertbetweenunitse.g.ppbtogramper

tonne• usecorrectunitsaspartofcalculationsfor

goldoreconcentration factor• work out the unit for a rate e.g.

sedimentationrate

1.1.2(b), 1.1.3(c), 2.1.1(c), 2.2.2(a), 3.1.2(e), 3.3.1(a)

M1.2 Recognise and use expressionsindecimal andstandardform

Candidatesshoulddemonstratetheirabilityto:• useanappropriatenumberofdecimalplaces

in calculationse.g.foramean• carryoutcalculationsusingnumbersin

standard andordinaryforme.g.useofmagnification

• convertbetweennumbersinstandardandordinaryform

• understandthatsignificantfiguresneedretaining whenmakingconversionsbetweenstandardand ordinaryforme.g.0.063mmisequivalent to 6.3 × 10–2 mm

2.1.2(a), 2.1.3(b)

46

5





M1.3 Use an appropriate numberofsignificantfigures

Candidatesshoulddemonstratetheirabilityto:

• reportcalculationstoanappropriatenumberof significantfiguresgivenrawdataquotedto varyingnumbersofsignificantfigures

• understand that calculated results can only be reportedtothelimitsoftheleastaccuratemeasurement

1.1.3(c), 2.1.1(c), 3.2.1(f)

M1.4 Useratios,fractionsand percentages


• calculate percentage yields• calculatesurfaceareatovolumeratio• usescalesformeasuring

2.1.1(c), 2.1.2(b), 3.1.2(e), 3.2.2(g)

M1.5 Make order of magnitudecalculations


• useandmanipulatethemagnificationformula

magnification=size of realobjectsize of image

2.1.1(a), 2.1.2(b), 2.1.3(c), 3.3.1(a)

M1.6 Estimateresults Candidatesshoulddemonstratetheirabilityto:

• estimateresultstosensecheckthatthecalculated values are appropriate

2.1.1(c), 3.1.2(e)

M2–Statisticsandprobability

M2.1 Findarithmeticmeans


• findthemeanofarangeofdatae.g.themean clastsize

2.1.1(c), 2.1.3(b)

M2.2 Construct and interpret frequency tablesanddiagrams,bar charts and histograms


• represent a range of data in a table with clearheadings,unitsandconsistentdecimalplaces

• interpretdatafromavarietyoftablese.g.data relatingtointrusivedykes

• plotarangeofdatainanappropriateformate.g. grainsizedistributionasacumulativefrequency graph

• interpret data for a variety of graphs e.g. explain seismographtraces

2.1.2(a), 2.1.3(c), 4.2.1(d)

47

5





M2.5 Understand the principles of samplingasappliedto scientificdata


• estimateoptimumsamplesizefromaplotof numberofclastssampledvsrunningmeanofmean b-axislength

1.3.1(b), 1.3.1(c), 2.1.3(b), 2.2.1(b), 2.2.2(a)

M2.6 Understand the termsmean,medianandmode


• calculateorcomparethemean,medianandmode ofasetoflineardatae.g.FolkandWardgraphicstatisticsfromsieveanalysisofsandsamplesfrom differentsedimentaryenvironments

2.1.3(b), 2.2.1(b)

M2.8 Understand measuresof dispersion, including standarddeviationand interquartilerange


• calculatethestandarddeviation• understandwhyinterquartilerangemightbe

amoreusefulmeasureofdispersionforagiven set ofdatathanstandarddeviatione.g.wherethereis anextremeobservationwhichispartoftheinherentvariation

2.1.3(b), 2.1.3(c), 4.1.2(c),

M2.9 Plot two variables fromexperimentalor other linear data


• selectanappropriateformatforpresentingdata: barcharts,histograms,graphs,triangular diagramsandscattergrams

2.2.1(b), 2.2.2(a)

M2.10 Useascatterdiagramto identifyacorrelationbetweentwo variables


• interpretascattergrame.g.rateofplatemotionvs totallengthofsubductingplatemargin

2.2.1(b), 3.2.1(g)

M3–Algebraandgraphs

M3.1 Understand and use the symbols:=,<,<<,>>, >, " and ~

Noexemplificationrequired

M3.2 Changethesubjectofan equation


• useandmanipulateequationse.g.magnification

2.1.1(c), 3.1.2(e), 3.2.1(a)

48

5





M3.7 Translateinformationbetween graphical, numericalandalgebraic forms


• understandthatdatamaybepresentedinanumberofformatsandbeabletousethesedatae.g.timedistancecurvesforearthquakes

3.2.1(b), 3.2.2(d), 3.3.1(b)

M3.8 Understand thaty =mx + c represents a linearrelationship


• predict/sketch the shape of a graph with a linear relationshipe.g.burialcurvesinasedimentary basinortheeffectofintrusionsize on the width of thebakedmargin

1.1.3(d), 3.2.2(d), 3.3.1(b)

M3.10 Calculate rate of change fromagraphshowing a linear relationship


• calculatearatefromagraphe.g.geothermalgradient through the lithosphere

1.1.3(d), 3.2.1(a),3.3.2(d)

M4–Geometryandmeasures

M4.2 Visualize and represent 2D and 3D forms, including 2D representationsof3Dobjects


• drawgeologicalcross-sectionsinterpretedfrom geologicalmaps

• interpretblockdiagramstoshowgeologicalstructures in 3D

• interpretfieldexposuresandrecord3Dgeologicalstructuresusingfieldsketches

2.1.2(b), 3.3.1(a), 4.1.2(a), 4.1.2(b),4.2.1(a)

49

5


5f. Health and Safety

InUKlaw,healthandsafetyisprimarilytheresponsibilityoftheemployer.Inaschoolorcollegetheemployercouldbealocaleducationauthority,thegoverningbodyorboardoftrustees.Employees(teachers/lecturers, technicians etc.), have a legal dutytocooperatewiththeiremployeronhealthandsafetymatters.Variousregulations,butespeciallytheCOSHHRegulations2002(asamended)andtheManagementofHealthandSafetyatWorkRegulations1999,requirethatbeforeanyactivityinvolvingahazardousprocedureorharmfulmicroorganismsiscarriedout,orhazardouschemicalsareusedormade,theemployermustcarryoutariskassessment.Ausefulsummaryoftherequirementsforriskassessmentinschoolorcollegesciencecanbefoundat:https://www.ase.org.uk

Formembers,theCLEAPSS®guide,PS90, Making and recording risk assessments in school science1 offersappropriate advice.

MosteducationemployershaveadoptednationallyavailablepublicationsasthebasisfortheirModelRiskAssessments.

Whereanemployerhasadoptedmodelriskassessmentsanindividualschoolorcollegethenhastoreviewthem,toseeifthereisaneedtomodifyoradapttheminsomewaytosuittheparticularconditionsoftheestablishment.

Suchadaptationsmightincludeareducedscaleofworking,decidingthatthefumecupboardprovisionwas inadequate or the skills of the learners were insufficienttoattemptparticularactivitiessafely.Thesignificantfindingsofsuchriskassessmentshouldthen be recorded in a ‘point of use text’,forexampleonschemesofwork,publishedteachersguides,worksheets,etc.Thereisnospecificlegalrequirementthatdetailedriskassessmentformsshouldbecompletedforeachpracticalactivity,althoughaminorityofemployersmayrequirethis.

Whereprojectworkorinvestigations,sometimeslinkedtowork-relatedactivities,areincludedinspecificationsthismaywellleadtotheuseofnovelprocedures,chemicalsormicroorganisms,whicharenotcoveredbytheemployer’smodelriskassessments.Theemployershouldhavegivenguidanceonhowtoproceedinsuchcases.Often,formembers,itwillinvolvecontactingCLEAPSS®.

1These,andotherCLEAPSS®publications,areontheCLEAPSS®SciencePublicationswebsitewww.cleapss.org.uk. Note that CLEAPSS®publicationsareonlyavailabletomembers.FormoreinformationaboutCLEAPSS® go to www.cleapss.org.uk.

http://www.ase.org.uk/home/

50

5


Summaryofupdates

Date Version Section TitleofSection Change

December2017 2 Multiple Changes to generic wording and OCR website links throughout the specification.Nochangeshavebeenmadetoanyassessmentrequirements.

March 2018 3 Section5e Mathematicalskillsrequirements

Changetoindicatemathematicalformulaelearnersshouldbefamiliarwith, those necessary to recall and those thatwillbepresentedinanassessment.

January2020 3.1 1c1e

Covers

4e

TeachersupportHowdoIfindoutmoreinformation?

Post-results services

References to the Online Support Centre included

Enquiries about resultschanged to Review of results

Updatetospecificationcoverstomeetdigital accessibility standards

Our aim is to provide you with all the information and support you need to deliver our specifications.

o Bookmark OCR website for all the latest resources, information and news on AS Level Geology

o Be among the first to hear about support materials and resources as they become available – register for Geology updates

o Find out about our professional development

o View our range of skills guides for use across subjects and qualifications

o Discover our new online past paper service

o Learn more about Active Results

o Visit our Online Support Centre

YOUR CHECKLIST


https://ocr.org.uk/updates

https://www.ocr.org.uk/qualifications/professional-development/

https://www.ocr.org.uk/qualifications/skills-guides/

https://ocr.org.uk/exambuilder

https://ocr.org.uk/activeresults


Download high-quality, exciting and innovative AS Level Geology resources from ocr.org.uk/aslevelgeologyResources and support for our AS Level Geology qualification, developed through collaboration between our Geology Subject Advisors, teachers and other subject experts, are available from our website. You can also contact our Geology Subject Advisors who can give you specialist advice, guidance and support.

Contact the team at:

01223 553998

[email protected]

@OCR_Science

To stay up to date with all the relevant news about our qualifications, register for email updates at ocr.org.uk/updates

Visit our Online Support Centre at support.ocr.org.uk

ocr.org.uk/aslevelgeology

follow us on

facebook.com/ocrexams

linkedin.com/company/ocr

@OCRexams youtube.com/ocrexams

OCR is part of the Cambridge Assessment Group, a department of the University of Cambridge.

For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2021 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA. Registered company number 3484466. OCR is an exempt charity.

OCR operates academic and vocational qualifications regulated by Ofqual, Qualifications Wales and CCEA as listed in their qualifications registers including A Levels, GCSEs, Cambridge Technicals and Cambridge Nationals.

Cambridge Assessment is committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, please contact us.


mailto:science%40ocr.org.uk?subject=Contact%20us

https://www.ocr.org.uk/qualifications/email-updates/



https://www.facebook.com/ocrexams

https://www.facebook.com/ocrexams

https://linkedin.com/company/ocr

https://linkedin.com/company/ocr

https://twitter.com/OCRexams

https://twitter.com/OCRexams

https://www.youtube.com/c/ocrorguk

https://www.youtube.com/c/ocrorguk

mailto:resources.feedback%40ocr.org.uk?subject=

as level geology specification h014

Documents